The Design Of The Intensive Reading Exercises Under The Task-based Teaching Theory

Course books play an important role in the field of FLT, and the exercise part is in turn the essential of the whole course book. The quality of course books depends, to a large extent, on that of the exercise. The design of good exercise therefore deserves great attention. Task-based English Learning (TBEL) is the effective method in second language acquisition, and it puts emphasis on the function, content of the language, as well as the real communication both in and outside the classroom. This study discusses the design of intensive reading exercises under the theory of TBEL. In the research, questionnaire and interviews are carried out on the basis of the reading & writing course books of 21st, to gain objective findings of the teachers' and students' feelings and expectations regarding the exercises. In this thesis, the author applies the TBEL, together with the cognitive theory, and the communicative language teaching method (CLT); and attempts to find out the guidelines, or the model for the main exercises appearing in course books. Vocabulary, drills, reading comprehension, writing, cloze and translation are discussed respectively, with the corresponding examples or procedures in each section. The author hopes to let the readers have a clear understanding of the application of TBEL in the field of exercise design, and also hopes that this study could be of some value in course book evaluation, and teacher training, to go even further.